CGI and ICM

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CGI and ICM

• Moving forward

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• Michael Kamen
• Southwestern University
• kamenm_at_southwestern.edu
• Debbie Junk
• The University of Texas at Austin
• junkdeb_at_mail.utexas.edu

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ICM and CGI Overview

• Driven by conceptual goals
• Investigation
• teacher selected materials
• Record data/observation
• Colloquium
• Consensus of facts
• Creative dramatics
• Application

• Driven by childrens thinking
• Problem Solving
• Teachers selected problem
• Students solve in ways that make sense to them
• Discussion
• Strategy sharing
• Analyzing strategies
• Justification, generalization

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History

• Experimental study (Carpenter et al, 1989)
• Professional development
• Compare classrooms
• Student achievement
• Teachers Knowledge and Beliefs of Students
  Knowledge (ibid Fennema et al,1993, 1996)
• Teachers who knew more about their students
  thinking had students achievement highly and
  positively correlated to that knowledge

• Developed as Instructional model in the 50s by
  Brenda Lansdown
• Applied Vygotskian theory to the model (Lansdown,
  Blackwood, Brandwein, 1971)
• Further developed and model units written by
  George Tokieda

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Major Beliefs About Learning

• Knowledge is socially constructed
• Link between language and learning
• Children proceed through levels of understanding
• Instructional decisions should be based on
  childrens understanding of selected concepts

• Knowledge is constructed
• Developmental stages can be identified
• Direct modelinggtcountinggt
• gtfacts
• -- stages are flexible
• Instructional decisions should be based on
  childrens thinking

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Instructional Model

• Present problem
• Children solve in their own ways
• Teacher listens to explanations
• Strategies are discussed
• Connections are made to extend/deepen
  understandings

• Planning
• - Select Concepts
• - Select Materials
• Investigation
• - Present Task
• - Documentation (e.g. Data Charts)
• Colloquium
• - Children agree on facts

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Instructional Model (cont)

• Colloquium
• Creative Dramatics
• Mini lectures
• Questions
• Design further inquiry
• Closure
• Apply concepts
• Authentic

• Informal and formal assessment of childrens
  strategies
• Instructional decisions are made
• based on childrens thinking and
• hierarchy of problems types and strategies also
  informs decisions

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Grounded in Childrens Thinking

• In both programs teacher actions, and responses
  are closely intertwined with what children say
  and do.

• Abbys Strategy

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Role of Discourse
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Role of Discourse

• Key part of current research
• Teachers push to extend childrens thinking
• How children participate in discussion and the
  role of the teacher

• Vygotsky language and thought enable each other
• Children negotiate explanations and language to
  explain what they see and discover

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Tension Between Child and Subject Two Basic
Models
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Moving Forward

• 2 2 10
• Balance and integration
• Lessoning Pedagogical disconnect ??
• Each model lays the foundation for the other.
• I-CM Research on the achievement needs to be
  done.
• CGI Majority of studies are in whole number
  operations and this need to be expanded.

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Scaling Issues

• Neither CGI or I-CM translate well into a
  curriculum.
• Professional development is needed to implement
  with fidelity.
• Widespread adoption runs a risk of loosing the
  emergent quality of classrooms that work (not a
  cookie-cutter model, not a quick fix).
• Teachers need to take time to learn how to adopt
  these models of instruction.

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Learning from strengths

• I-CM as an instructional model more pronounced
• CGI as a framework for interpreting each childs
  thinking
• Scaling up,increasing participation
• Research opportunities

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Current Efforts

• CGI UTexas math methods are taught the problem
  types and strategies. Methods text (Van de Walle)
  supports CGI approach, Teachers Development
  Group heading up dissemination of workshops
• I-CM Although not widely used,recent research
  currently supports its major tenets--